ABSTRACT

In this chapter, the author presents evidence to support his contention that discrete courses, targeted at a category of students or students grouped because they share a particular characteristic, contributes to the containment and marginalisation of those students. He shows that students with special needs are not guaranteed decision-making power when planning their education and that this can lead to a situation in which students passively accept whatever edification is offered them. The author examines issues of accreditation and assessment and the implications for the general lack availability of these on discrete programmes. He explores the nature of equity and notions of quality determined through teaching and management styles. The author also shows that discrete provision remains the more frequent method of providing education for students with special needs. He demonstrates that institutional marginalisation occurs even where there are policies in place to combat discrimination of students with special needs.